Abstract
In this chapter, we discuss how the STEM era is impacting secondary science teacher education in Chile. We begin by framing the Chilean context related to governmental policy associated with science education reforms as it relates to larger STEM era conversations globally. Two Chilean universities are highlighted for their innovative and complementary approaches to teacher education—Pontificia Universidad Católica de Chile (PUC) and Pontificia Universidad Católica de Valparaíso (PUCV). Both institutions have explicitly sought to effectively prepare secondary science teachers in a way that both embraces and enacts the STEM approach. For PUC that embodies a focus on the development of STEM Pedagogical Content Knowledge; and PUCV focuses on teaching reflection, practice, and action. After a careful review of the two approaches, broader considerations are explored for science education in the STEM era as it relates to the Chilean context.